1. How do you foster faculty awareness and interest in online and blended teaching? How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?
(Please make sure to give your group a name and use that name as a heading when you insert your summary of your conversations.)
Group X:
We have a tech center to help faculty make and post course work for students. The tech center also holds classes for faculty to teach new software and such.
Carole's group:
Perception by many faculty is that comparable learning experience cannot be duplicated online. However, the cost of education is such that online is a necessity for many. Sometimes online education is an excellent format for preparing students in advance for some programs.
There is student demand for it. There is public demand for it. If you don’t do it you are going the way of the dinosaurs. If we don’t adopt online students will just go elsewhere.
Show faculty how quality can be delivered online. There is a need for professional development programs. Have motivated faculty pilot online courses, and do it well, and then share their experience.
Have to have a means of compensating faculty for the time it takes to set up the online course, or some other kind of support in course design and technology.
Have faculty take an online course. A good one!
Right Corner Group
Summer course for faculty to learn how to teach online. This is offered Continuing Studies
Workshops on LMS and other tools for online teaching. 3- hour-one day workshops. The focus is to offer these in the summer.
Department of Defense- The audience is project managers for the Navy. General advertising about consultation of tech tools and online teaching. Newsletters, surveys, emails promotions are all forms of communication to the audience.
National Park Services—Subject matter experts who are trained to be instructors. There is a limited awareness campaign for training because lack resources to support the entire National Park Services. Culture is reactive to training needs. There is a selection process for some training. (hand picked)
Instructional Designer-Work closely with faculty development. Hold lunch workshops, summer workshops, help build online courses with instructors. The online course building is a proposal process in which instructors apply to have assistance with the curriculum development. Head of department will have F2F conversations with departments and instructors to encourage online course design. There may not be enough marketing.
Teaching Learning and Technology (TLT) Center collaborates with the Faculty Development Committee on Friday forum from 11-1 once a month for workshops. This team also sets the theme for the fall and spring duty days seminars. TLT offers 20-minute eclinics in a virtual classroom on training, learning communities and individualized planning for course redesign. TLT also offers just in time training and LMS workshops. There are email promotions that run typically a week leading up to all workshops. TLT is also developing strategic online course plans for departments starting with the College of Business. We try to use a proactive approach to training and communication.
GROUP - Front Left Table Speaker: Melissa
Faculty are already interested at department level; online offerings are fastest growing
Faculty need to meet their load and are forced to take online sections by necessity
Administrative level just getting on board; individual faculty approach us with interest and are worked with one on one.
Economy - TLC was eliminated so Tech Support personnel took on the faculty development role for online faculty.
Academic partnerships -
Assist faculty in building courses by providing a blueprint and some training
Attempts to provide the missing links between higher level department for online learning and the individual academic departments
Provides support for retaining students to help faculty.
Motivate Faculty
25- hour course - Certification for OL Teaching and Course Development (Pasco-Hernando)
$2000 Development Stipend (Edison State)
Education Innovation program - short but intense courses on pedagogy for online/blended
Faculty need to realize it is a great deal of work to put a course online, including the pedagogical aspects. To do this well, financial and technological support is needed.
Release time to develop online courses so they are not teaching at the same time.
Structured and strict program at Paradise Valley - Have had CTL for a few years to provide instructional design support. Develop pedagogy support for courses as the programs grow.
Demand for traditional F2F is decreasing. Faculty must teach online to fill their loads.
Trailblazers
Part I How do you foster faculty awareness and interest in online and blended teaching? -Columbia college has a day and online campus with the same syllabus as the onsite course with the developed syllabus with an idea to ensure quality -More flexibility with upper level having only 1 section -Nursing working with instructors using seminars -Train the traditional college faculty to work online using the Quality Matters -UND follows a standard template with consistent course design -LMS using e-college, blackboard, and d2l -Quality matters does not address the delivery side of online learning -Ashford working with QM first and then build upon it after the template aspect of the course
Part II - How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? -Columbia College - each staff member has a set of disciplines - large number of adjunct based courses (Briana Johnson - Columbia College) -UND - Mentoring is more informal where they find each other undergraduate and the graduate is more formal (Sharley Kurtz - UND Grand Rapids SD) -AU - Formal system of consistent mentoring -Sherry Kull Eastern University St Davids, Pennsylvania -AU - Introducing technology and mentoring from traditional teaching working well online -Use quality control from AU with evaluations and weekly mentoring -CC - Use financial incentives -EU - Use public recognition and incentives and changing the contracts -CC problem with faculty control due to hierarchical system] -AU - Mission system works wel for motivation -UNC - Difficult to get nurses to work with others. Use academies with other professors who use technology from places such as Law -AU - Faculty forum monthly with Ft and pt
Back of the Room
Speaker: Haley
Motivation:
Levels to move through: Awareness; interest; preparation; motivation to stick with it
Some faculty are forced to teach online – not great
Extra $$ for teaching distance
Have a positive experience with distance
Community building – week-long residency
Student driven – make faculty experience a priority
Take baby steps – start learning the technology and pedagogy
Incentives for course design – changes in the industry – creating meaningful courses and content f or students.
(Please make sure to give your group a name and use that name as a heading when you insert your summary of your conversations.)
Group X:
We have a tech center to help faculty make and post course work for students. The tech center also holds classes for faculty to teach new software and such.
Carole's group:
Perception by many faculty is that comparable learning experience cannot be duplicated online. However, the cost of education is such that online is a necessity for many. Sometimes online education is an excellent format for preparing students in advance for some programs.
There is student demand for it. There is public demand for it. If you don’t do it you are going the way of the dinosaurs. If we don’t adopt online students will just go elsewhere.
Show faculty how quality can be delivered online. There is a need for professional development programs. Have motivated faculty pilot online courses, and do it well, and then share their experience.
Have to have a means of compensating faculty for the time it takes to set up the online course, or some other kind of support in course design and technology.
Have faculty take an online course. A good one!
Right Corner Group
GROUP - Front Left Table
Speaker: Melissa
Trailblazers
Part I How do you foster faculty awareness and interest in online and blended teaching?
-Columbia college has a day and online campus with the same syllabus as the onsite course with the developed syllabus with an idea to ensure quality
-More flexibility with upper level having only 1 section
-Nursing working with instructors using seminars
-Train the traditional college faculty to work online using the Quality Matters
-UND follows a standard template with consistent course design
-LMS using e-college, blackboard, and d2l
-Quality matters does not address the delivery side of online learning
-Ashford working with QM first and then build upon it after the template aspect of the course
Part II - How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation?
-Columbia College - each staff member has a set of disciplines - large number of adjunct based courses (Briana Johnson - Columbia College)
-UND - Mentoring is more informal where they find each other undergraduate and the graduate is more formal (Sharley Kurtz - UND Grand Rapids SD)
-AU - Formal system of consistent mentoring
-Sherry Kull Eastern University St Davids, Pennsylvania
-AU - Introducing technology and mentoring from traditional teaching working well online
-Use quality control from AU with evaluations and weekly mentoring
-CC - Use financial incentives
-EU - Use public recognition and incentives and changing the contracts
-CC problem with faculty control due to hierarchical system]
-AU - Mission system works wel for motivation
-UNC - Difficult to get nurses to work with others. Use academies with other professors who use technology from places such as Law
-AU - Faculty forum monthly with Ft and pt
Back of the Room
Speaker: Haley
Motivation: